Pondiscio: I resist the facile temptation to conflate testing with all that is wrong with American education. Testing did not destroy schooling. It revealed the rot and complacency within too many schools.
Recently in Poverty Category
February 20, 2014
February 18, 2014
Meier: Our schools are a symptom of something that affects all our institutions. It neither starts at school nor can end there.
February 13, 2014
Pondiscio: I would argue that the most important thing for educators to get right is school tone and culture.
February 11, 2014
Meier: I believe the cards are so stacked against children in poverty and children of color that "pretty good" or "good enough for my own kids" will not make it for them.
January 23, 2014
Pondiscio: You don't like "college prep," but how do you feel about "work prep?" About independence prep?
January 21, 2014
Meier: I personally hate the term "college prep." I want our students to be prepped for the real world, and I hope colleges do, too. On the whole, the thing that best helped us get kids into colleges were the kids themselves. They were unusually well prepared to carry on a conversation with adults in a thoughtful and lively way.
January 16, 2014
Pondiscio: None of these activities are as important as the message they send to the predominantly low-income kids of color we serve: your voice matters, and you have a duty to use it.
January 14, 2014
Meier: What is obvious to me about the schools that work well is that the students and their families have overcome the "us" vs. "them" pattern.
December 24, 2013
Poverty. Equity. Testing, and how standardized assessment plays into both. These are themes that dominated Bridging Differences in 2013. Looking back at the blog this year revealed that the most-read posts in 2013 were written by numerous writers (Eric Hanushek, Alfie Kohn, Michael Petrilli, Elliott Witney, and, of course, Deborah Meier) on different aspects of the achievement and experience gap between rich and poor students.
December 17, 2013
Robert Pondiscio: If being progressive means concern with how children are educated, not the outcome of that education, then what does it mean to be progressive?